Authors Hallie Kay Yopp and Ruth Helen Yopp Table of Contents

Understanding Phonological Don’t Say It! ...... 48 Awareness Five Little Monkeys ...... 50 Introduction Sentence Strips ...... 52 A Context for Phonological Syllable Awareness ...... 55 Awareness ...... 5 Have You Ever Heard A Brief Lesson in Phonology . . . . . 6 Some Children? ...... 56 Phonological Awareness: Clap, Clap, Clap Your Hands ...... 58 A Definition ...... 10 Bearsie Bear ...... 60 English Speech Sounds ...... 13 Dracula ...... 62 Research Count the Syllables ...... 64 The Importance of Copycat ...... 66 Phonological Awareness . . . . . 14 Sort the Cards ...... 68 Phonological Awareness Syllable Turn Taking ...... 70 Development ...... 15 Cut It Apart ...... 72 Progression ...... 15 Hide It ...... 74 The Difficulty with Phonological Awareness ...... 17 There Was a Teacher ...... 76 Fostering Phonological Reverse! ...... 78 Awareness ...... 17 Onset and Rime Awareness ...... 81 Supporting English Language The Hungry Thing ...... 82 Learners’ Development of The Hungry Thing Goes to Phonological Awareness . . . 18 a Restaurant ...... 84 A Word About Word Awareness . . . . . 20 Rhymes in a Bag ...... 86 Assessment ...... 21 Add a Verse ...... 88 Theory to Practice A Tisket, A Tasket ...... 90 How to Use This Book Hickory Dickory Dock ...... 92 Overview of the Activities . . . . . 25 To Market! To Market! ...... 94 Tips for Success ...... 27 Jamberry ...... 96 A Letter for Families ...... 30 Web of Words ...... 98 Correlations to Standards ...... 32 The Ants Go Marching ...... 100 Activities for Fostering I Spy ...... 102 Phonological Awareness The Mystery Bag ...... 104 Word Awareness ...... 37 Ring Around the Rosy ...... 106 Hopping Game ...... 38 Mail a Package ...... 108 Moving Blocks ...... 40 Going on a Word Hunt ...... 110 Words Around a Circle ...... 42 I Say, You Say ...... 112 Robot Speak ...... 44 Trip! Trap! ...... 114 Guess My Word ...... 46 Puppet Play ...... 116

3 © Shell Education #50665—Purposeful Play for Early Childhood Phonological Awareness Table of Contents

Phoneme Awareness ...... 118 Phoneme Awareness Initial Sounds with Letters ...... 169 Sound Snacks ...... 120 Initial Sounds What Is My Word? ...... 122 Post That Letter! ...... 170 Do You Know? ...... 124 Sound Sort ...... 172 Concentration ...... 126 Make a Change ...... 174 Willoughby Wallaby ...... 128 Willoughby Wallaby with Letters . 176 Cock-a-Doodle-Moo! ...... 130 “A” Was Once an Apple Pie . . . . 178 Sound Bingo ...... 132 Draw a Card ...... 180 Pop! Goes the Weasel ...... 134 Final Sounds The Farmer in the Dell ...... 136 Add a Sound ...... 182 Head, Shoulders, Knees, and Toes . . 138 All Sounds Bappy Birthday Boo Boo ...... 140 Make a Word ...... 184 Find Your Partner ...... 142 Appendices Initial and Final Sounds References Cited ...... 186 The Golden Touch ...... 144 Bibliography of Literature: Books .188 Odd One Out! ...... 146 Bibliography of Literature: The Line Game ...... 148 Chants, Rhymes, and Songs ...... 189 All Sounds Contents of Teacher Resource CD . . 190 Can You Help Me with These Sounds? ...... 150 If You Think You Know This Word . . .152 Turn It Over! ...... 154 Segmenting Sam ...... 156 Slow Motion Speech ...... 158 Beginning, Middle, or End? . . . . 160 Elkonin Sound Boxes ...... 162 Break It! ...... 164 Simon Says ...... 166

4 #50665—Purposeful Play for Early Childhood Phonological Awareness © Shell Education Introduction Phonological Awareness: A Definition(cont.) Key Points About Phonological Awareness

Phonological awareness is the ability to attend to and manipulate the sounds of spoken language. • Phonological awareness is about spoken language, not written language. • Phonological awareness is about the sounds of spoken language, not the meaning of spoken language. • Phonological awareness encompasses any size unit of sound, including syllables, onsets and rimes, and phonemes. • Phonological awareness involves the ability to perform a variety of cognitive operations (such as matching, synthesis, and analysis) on sound units.

Sometimes there is confusion about spoken language. Phoneme awareness is a the terms phonological awareness, phoneme subset of phonological awareness; it is one awareness, and phonics. These terms type of phonological awareness. Phonics are not synonymous and are not used is a method of teaching reading that draws interchangeably. Both phonological learners’ attention to the relationship awareness and phoneme awareness refer between sounds and the letters that to an insight about the sound structure of represent them.

Terms and Definitions

Term Definition phonological the ability to attend to and manipulate any size unit of sound awareness in spoken language phoneme the ability to attend to and manipulate the smallest unit of awareness sound in spoken language, the phoneme a method of teaching reading that focuses on the relationship phonics between sounds and the letters that represent them

11 © Shell Education #50665—Purposeful Play for Early Childhood Phonological Awareness Introduction Phonological Awareness: A Definition(cont.) Phonological Awareness Tasks

Task Syllable Onset-rime Phoneme Do these start the Do these start the same? Do these start the same? same? start, stand city, sunshine Matching sandwich, (yes) (yes—both words start with sandbag the /s/ sound) (yes) What word would What word would we What word would we have we have if we have if we put these parts if we put these parts (or put these parts together? sounds) together? Blending together? /pl/—/āne/ /f/—/r/—/˘o/—/g/ /pu˘ mp/—/k ˘ı n/ (plane) (frog) (pumpkin) Isolating/ What do you hear What do you hear at the What do you hear at the Identifying at the beginning beginning of black? beginning of bug? of under? (partial (/bl/) (/b/) segmentation) (/u˘ n/) What are the parts What are the parts you What are all the sounds you (beats or syllables) hear in this word: spoon? hear in this word: dog? – Segmentation you hear in this (/sp/—/oon/) (/d/—/˘o/—/g/) word: table? (/t¯a/—/bәl/) Say napkin Say grin without the /gr/. Say meat without the /m/. Deletion without the /k ˘ı n/. (in) (eat) (nap) What word would What word would we have What word would we have we have if we if we changed the /bl/ in if we changed the /ch/ in Substitution changed the /bā/ black to /cr/? chain to /r/? in baby to /mā/? (crack) (rain) (maybe)

12 #50665—Purposeful Play for Early Childhood Phonological Awareness © Shell Education How to Use This Book Tips for Success

Phonological awareness is a crucial 3. Ensure rich exposure. foundation of literacy and those who work • Engage children in the activities with young children have a key role in more than once. They can be enjoyed promoting its development. Addressing repeatedly over the course of weeks. phonological awareness development should be an enjoyable, positive and • Be sensitive to individual differences purposeful endeavor. As you implement and consider which activities are most the activities in this book, please keep the appropriate for which children, but following in mind. do not assume that children who are quieter are not benefitting from the

1. Be playful. exposure. Do not demand mastery of • Young children embrace and learn one activity before sharing another. much through play. In the early • Recognize that phonological childhood setting, phonological awareness can be fostered throughout awareness instruction should be the day in a variety of contexts. playful. As you engage children with Continue to play with sounds after the the activities in this book, smile children have enjoyed an activity. and laugh. Capitalize on children’s interest in fun. Children are more 4. Pronounce sounds with care. likely to engage in activities that they • If you are unsure of the pronunciation find enjoyable. of a sound, check with a friend or • Be creative and encourage children’s colleague. creativity. Use your imagination and • Avoid adding /˘u / to the end of sounds. prompt children to experiment with The phoneme /h/, not the syllable sounds in many ways throughout the /h ˘u /, is what we hear at the beginning day. of hot. Think about the confusion that 2. Be explicit. is created when a child is told that the sounds /h ˘u /-/ ˘o /-/t ˘u / make the word Draw children’s attention to the • hot. Actually, they make the nonsense sound play and talk about the sounds word huhotuh. Use the same care with and the sound manipulations in the pronunciation of any size sound the activities. Explain and model. unit. For example, the onset /st/ (as in Provide plenty of examples and stop) should not be pronounced /st ˘u /. guidance. Do not assume that children will grasp the phonological • When stretching a sound manipulations in the activities (such as /mmmm/), avoid changing without your direct input. the pitch. A sing-song like presentation of a sound can be Be attentive to children’s responses • confusing. and provide appropriate and specific feedback, affirming or gently correcting children’s responses and providing additional explanations, examples, and support as needed. 27 © Shell Education #50665—Purposeful Play for Early Childhood Phonological Awareness How to Use This Book

Tips for Success (cont.)

Each section begins with a descriptive overview of the Word objectives. Then, a chart of Awareness all the activities is included to Word awareness—the awareness that sentences, phrases, and compounds components of their language. Thus, consist of individual words—is more of word-awareness instruction may support show the target skill for each a meaning-based understanding than children’s ability to notice and manipulate an appreciation of the phonological phonological units. In this section we structure of spoken language. However, include eight activities that focus on word word awareness activities do demand awareness. You may wish to review the activity. that children focus their attention on comments about word awareness in the introduction of this book.

Primary Task

Activity

blend

segment

delete

substitution Hopping Game x Moving Blocks x Words Around a Circle x Robot Speak x x Guess My Word x

Don’t Say It! x Five Little Monkeys x Sentence Strips x x

Standard: Children know that words are made up of sounds and syllables. Syllable Awareness © Shell Education

#50665—Playing with Sounds Every activity Hide It 37

Materials includes the Purpose picture cards that have been cut into pieces (one piece for To segment words each syllable in the word) into syllables; to The materials needed are standard(s) delete the first or final Procedure syllable from words 1. Review the Cut It Apart activity with children. Select Overview one picture and display its separate parts. Ask shown (including whether addressed, a children to identify the picture and say its name, In this activity breaking the word into syllables. Point to parts as pictures are cut into you say the syllables. For example, display a picture they are available on the pieces (one piece for of an elephant that has been cut into three parts. description of its each syllable in the Point to one part at a time as you say each syllable: word) to help children /˘e l/—//—/f nt/. Repeat this several times. delete syllables from Teacher Resource CD), words. Use this 2. Tell children that you will turn one of the parts face purpose, and a brief activity after children down and together you will say only the parts that have played Cut It remain face up. Begin by turning the final syllable (f nt) face down. Point to the other two cards as you Apart (pages 72–73). ˘e l/ and //. When you point to the and a simple step-by-step say the syllables / overview. overturned card, cover your mouth and say nothing. 3. Repeat this several times with other picture cards, encouraging children to join you. procedure is provided. In Home Connection Modify or Extend Invite children to take cut cards home to show • When appropriate, repeat the activity, but delete the addition, ways to modify their families. Some first syllable instead of the final syllable. children will wish to • Make the cards available for independent play. share the picture parts or extend the activity to and put them together like a puzzle as they The Home Connection say the object names. Others may wish to accommodate diverse engage their families in the deletion activity. shows you how to Encourage children to bring pictures from learners are included. home to share, cut apart, and use in a empower families to deletion game with you.

Syllable Awareness

Hide It (cont.) Sample Words

Two Syllables apple Three or More Syllables mitten baby applesauce peapod porcupine We provide a sample of butter banana pencil radio cactus cantaloupe pizza raspberry candle dinosaur rabbit referee the activity materials candy elephant raccoon restaurant carrot firefighter sandwich storybook chicken grocery sweater or we offer suggested crayon strawberry hamburger tiger sunflower doctor kangaroo toothbrush telephone donkey lollipop sentences or words for turtle thermometer jacket magazine water tornado ladder newspaper yo-yo umbrella lemon octagon each activity to help you zebra vehicle marker octopus zipper xylophone pajamas prepare. yellowjacket

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28 #50665—Purposeful Play for Early Childhood Phonological Awareness © Shell Education How to Use This Book

Tips for Success (cont.)

Picture Cards Letter to Families Many of the activities recommend using A sample letter is provided (in English and picture cards. Download pictures from the Spanish) on pages 30–31, and also on the Internet, find them in magazines or other Teacher Resource CD, to show how you can print sources, or borrow pictures from introduce families to the kinds of activities existing materials in your class. Sample being used in class and to begin building a picture cards are included with many relationship for a strong home connection. activities, and more are available on the Teacher Resource CD.

Picture Cards Compound Words

Picture Cards

Compound Words

Children’s Literature Some of the activities in this book rely on children’s literature, chants, poems, and songs. We list the books and titles in a bibliography section at the end of the book (pages 188–189). Take time to gather these materials and become familiar with them in advance.

Appendices Bibliography of Literature: Books

Ada, A. F. and F. I. Campoy. ¡Pío Peep! Rimas tradicionales en Español. Edición especial. New York: HarperCollins, 2003. Ahlberg, Janet and Allan Ahlberg. Each Peach Pear Plum. New York: Puffin Books, 1986. Appendices Bynum, Janie. Altoona Baboona. San Diego, CA: Sandpiper, 2002. Craft, Charlotte. King Midas and the Golden Touch. New York: HarperCollins, 1999. Bibliography of Literature: Chants, Delgado, Henry. Destrabalenguerias para trabalengueros. Bogotá, Columbia: Circulo de Lectores, Intermedio, 2008. Dewdney, Anna. Llama Llama Red Pajama. New York: Viking Juvenile, 2005. Rhymes, and Songs Florian, Douglas. Laugh-eteria. Orlando, FL: Harcourt Brace & Co., 2008. Christelow, Eileen. Five Little Monkeys Jumping on the Bed. New York: Clarion Books, 1989. Isecke, Harriet. The Sojourner Truth Story: Expanding and Preserving the Union. Huntington Beach, C.R.S. Players, The. Heads, Shoulders, Knees, and Toes. CRS Records, 2007. CA: Teacher Created Materials, 2009. Cummings, Pat. My Aunt Came Back. New York: HarperFestival, 1998. Lear, Edward. “A” Was Once an Apple Pie. London: Orchard Books, 2005. Degen, Bruce. Jamberry. New York: Scholastic, 1990. Longo, Alejandra. Aserrin Aserran: Las canciones de la abuela: Las Canciones De La Abuela. Translation. New York: Scholastic en Espanol, 2004. Ives, Penny. Five Little Ducks. Auburn, ME: Child’s Play International, Ltd. 2002. Mosel, Arlene. Tikki Tikki Tembo. New York: Henry Holt & Co., 2007. Langstaff, John. Oh, A-Hunting We Will Go. Fullerton, CA: Aladdin, 1991. Moss, Jeff. Ankylosaurus. Bone Poems. New York: Workman Publishing Company, 1997. Lee, Dennis. Willoughby Wallaby Woo. Toronto, Ontario: Key Porter Books, 1983. Most, Bernard. Cock-a-Doodle Moo! Orlando, FL: Harcourt Brace & Co., 1996. Miller, Mitchell. One Misty, Moisty Morning: Rhymes from Mother Goose. 1st ed. New York: Farrar Rasinski, Timothy and Lorraine Griffith.Building Fluency Through Practice and Performance, Straus & Giroux (J), 1971. Grade 2. Huntington Beach, CA: Shell Education, 2008. Raffi. Down By the Bay, et al.The Singable Songs Collection. Rounder/Umgd, 1996. Robleda, Margarita. Numeros Tragaldabas. Mexico: Planeta, 2003. Rideout, Bonnie. Have You Ever Seen A Lassie? Gi’me Elbow Room. Shady Side, MD: Maggie’s Rosen, Michael. We’re Going on a Bear Hunt. New York: Little Simon, 1997. Music, 1998. Seidler, Ann and Jan Slepian. New York: Scholastic, 2001. The Hungry Thing. Schiller, Pam and Thomas Moore. Do You Know the Muffin Man?: Literacy Activities Using Favorite ———. The Hungry Thing Goes to a Restaurant. New York: Scholastic, 1993. Rhymes and Songs. Silver Spring, MD: Gryphon House, 2004. Seuss, Dr. Hay Un Molillo En Mi Bolsillo! Translation. New York: Lectorum Publications, 2007. Sherman, Richard M. and Robert B. Sherman. It’s a Small World song lyrics—Words for Seuss, Dr. There’s a Wocket in My Pocket! Book club edit. New York: Random House Books for the It’s a Small World ride at Disneyland, Walt Disney World Magic Kingdom, Tokyo Young Readers, 1974. Disneyland, 1965. Showers, Paul. The Listening Walk. New York: HarperCollins, 1993. Spier, Peter. London Bridge Is Falling Down (The Mother Goose Library). New York: Doubleday Silverstein, Shel. Pinocchio. In Falling Up. 2nd ed. New York: HarperCollins, 1996. Books for Young Readers, 1985. The Three Billy Goats Gruff (any version). ———. The Fox Went Out on a Chilly Night. New York: Dell Dragonfly, 1994. Waber, Bernard. Bearsie Bear and the Surprise Sleepover Party. New York: Houghton Mifflin ———. To Market! To Market! New York: Yearling, 1992. Harcourt, 2002. Traditional, and Adapted by Lorraine Bayes. Clap, Clap, Clap Your Hands. Bloomfield Hills, Yolen, Jane. Off We Go! New York: Little, Brown Books for Young Readers, 2000. MI: Songs for Teaching® Using Music to Promote Learning, 2002. Wells, Rosemary. The Bear Went Over The Mountain. New York: Scholastic Press, 1998. Zelinsky, Paul O. The Wheels on the Bus. New York: Dutton Juvenile, 2000.

© Shell Education #50665—Purposeful Play for Early Childhood Phonological Awareness 189 29 © Shell Education #50665—Purposeful Play for Early Childhood Phonological Awareness Syllable Standard: Children know that words are made up of sounds and syllables. Awareness Hide It

Purpose Materials To segment words picture cards that have been cut into pieces (one piece for into syllables; to each syllable in the word) delete the first or final syllable from words Procedure 1. Review the Cut It Apart activity with children. Select Overview one picture and display its separate parts. Ask In this activity children to identify the picture and say its name, pictures are cut into breaking the word into syllables. Point to parts as pieces (one piece for you say the syllables. For example, display a picture each syllable in the of an elephant that has been cut into three parts. word) to help children Point to one part at a time as you say each syllable: delete syllables from / ˘e l/—/ /—/f nt/. Repeat this several times. words. Use this 2. Tell children that you will turn one of the parts face activity after children down and together you will say only the parts that have played Cut It remain face up. Begin by turning the final syllable Apart (pages 72–73). (f nt) face down. Point to the other two cards as you say the syllables / ˘e l/ and / /. When you point to the overturned card, cover your mouth and say nothing. 3. Repeat this several times with other picture cards, Home Connection encouraging children to join you. Invite children to take Modify or Extend cut cards home to show • When appropriate, repeat the activity, but delete the their families. Some first syllable instead of the final syllable. children will wish to share the picture parts • Make the cards available for independent play. and put them together like a puzzle as they say the object names. Others may wish to engage their families in the deletion activity. Encourage children to bring pictures from home to share, cut apart, and use in a deletion game with you.

Hide It (cont.)

Sample Words

Two Syllables Three or More Syllables

apple mitten applesauce porcupine baby peapod banana radio butter pencil cantaloupe raspberry cactus pizza dinosaur referee candle rabbit elephant restaurant candy raccoon firefighter storybook carrot sandwich grocery strawberry chicken sweater hamburger sunflower crayon tiger kangaroo telephone doctor toothbrush lollipop thermometer donkey turtle magazine tornado jacket water newspaper umbrella ladder yo-yo octagon vehicle lemon zebra octopus xylophone marker zipper pajamas yellowjacket

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